This document discusses fostering a collaborative culture through shared leadership. It begins by outlining some key questions around why cultivate collaboration, how to foster smart change and shared leadership, and how to measure effectiveness. It then provides rationales for cultivating collaboration such as leveraging resources and improving outcomes. It discusses different types of change and approaches to shared leadership. It suggests measuring collaboration through indicators like commitment, trust and return on investment. Overall, the document promotes a collaborative approach with shared leadership to create positive organizational change.
This presentation will highlight the leader behaviours associated with each situational challenge faced by the leader.
Situational challenges:
Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Why and how is leadership evolving to increasingly be more shared, distributed and networked, what might be the advantages for teams and organizations and what are potential approaches to build systems of shared leadership?
This presentation will highlight the leader behaviours associated with each situational challenge faced by the leader.
Situational challenges:
Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Why and how is leadership evolving to increasingly be more shared, distributed and networked, what might be the advantages for teams and organizations and what are potential approaches to build systems of shared leadership?
The Stakeholder Engagement tool helps ensure that the appropriate stakeholders in decision processes have been identified and involved.
Tool: https://www.cpc.unc.edu/measure/publications/ms-11-46-e
Webinar Recording: http://universityofnc.adobeconnect.com/p99y8bhnosx/
This Presentation includes the topics of:
Characteristics for e-participation
Results from e- participation process
Good Practices for Participation
Development Opportunities
Create a DIY Confidence Monitor for Your EventsEvan Carroll
If you're an event planner or speaker, sometimes the difference between a good presentation and a great one is your presenter's confidence. Turning around and looking at a slide disrupts the talk and makes your presenter look unprepared. The solution? A confidence monitor. Here's a simple DIY project.
The Stakeholder Engagement tool helps ensure that the appropriate stakeholders in decision processes have been identified and involved.
Tool: https://www.cpc.unc.edu/measure/publications/ms-11-46-e
Webinar Recording: http://universityofnc.adobeconnect.com/p99y8bhnosx/
This Presentation includes the topics of:
Characteristics for e-participation
Results from e- participation process
Good Practices for Participation
Development Opportunities
Create a DIY Confidence Monitor for Your EventsEvan Carroll
If you're an event planner or speaker, sometimes the difference between a good presentation and a great one is your presenter's confidence. Turning around and looking at a slide disrupts the talk and makes your presenter look unprepared. The solution? A confidence monitor. Here's a simple DIY project.
Leadership theories have evolved from trait approaches, to behavior approaches, to situational approaches, to transformational approaches. The evolution within and beyond these approaches has been focused predominantly on the leaders themselves, though more research is being conducted on followers.
A presentation by the APM Women in Project Management (WiPM) Specific Interest Group (SIG) and Sobitha Sashikumar for the APM South Wales & West of England branch on 3rd July 2014 at Atkins/Faithful+Gould in Bristol.
In this interactive session, Sobitha Sashikumar brought a wealth of knowledge and appreciation on the subject of change and diversity. She explored this subject, drawing on her experience of living and working in teams and organisations across three continents, assisting delegates to enhance their effectiveness in managing change and diversity.
A joint event between South Wales & West of England branch and Women in Project Management (WiPM) SIG, this served as an introduction for the branch membership to the WiPM SIG; its activities, volunteering opportunities and the 21st anniversary celebrations, as well as diversity initiatives. The WiPM chair Teri Okoro, introduced this session.
This session helped delegates to:
- Understand the positive benefits of diversity
- Identify how and why diversity may impact on change and PM3 outcome
- Explore tools and techniques to help you be smarter in the use of diversity to achieve balanced teams and improved outcomes.
The presentation focussed on reviewing your own experiences in teams and organisations, assessing strengths and gaps.
Discussions helped delegates to understand where they needed to improve awareness, pay attention or plan changes.
Peace First is embarking on a unique search for two Co-Chief Executive Officers to jointly lead the organization into its next phase of growth and development.
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
Essex Business School Book Launch, Organizational Change Management, Tucker e...DanielleTucker19
Introduction slides for book launch. Tucker, Cirella and Kelly (2024) Organizational Change Management: Inclusion, Collaboration and Digital Change in Practice.
Event hosted by the Centre for Work Organisation and Society (@EssexBusinessSchool, University of Essex, UK)
Book details here: https://uk.sagepub.com/en-gb/eur/organizational-change-management/book279391
Inspired by our own MSc programme and the research of the co-authors, this book offers a holistic introduction to Organizational Change Management through a distinct and timely perspective of organizational change agency. It takes a highly practical and unique approach, with cutting-edge chapters on digital transformation, creativity, power and inclusivity and diversity. Our approach places change experience as a starting point. It identifies and targets lessons for current or future professionals who become change makers. Such individuals play a pivotal role in change implementation but are bounded by the ultimate decision-making power of others, typically senior leaders, executives or business owners. This focus means we place relationships and people at the heart of organizational change and offer practical training to help develop skills of communicating change; learning about change; influencing key stakeholders; handling digital data and information; consulting, supporting and exploring. We discuss not simply how to ‘do change’, but how to understand the implications of organizational changes.
June 4, 2015 | 11am-12pm Pacific
Session Description:
We are launching a webinar series to provide a space for practitioners and researchers in both the leadership and network development areas to connect and learn from each other. Often these groups are not connected and we want to build awareness and even collaboration across the research – practice divide. We will focus on the intersection of leadership and network development. After clarifying the various ways in which leadership and networks intersect, we will consider the following questions: what does it mean for people in networks who see the need to be more intentional about developing leadership, and what does it mean for leadership development practitioners to design and deliver programs that better equip their participants to effectively utilize network strategies and tools.
This first webinar will start to explore the intersection between leadership and networks, and introduce a relational perspective of leadership. The three partnering organizations will discuss concrete examples and ideas from their work, and then participants will have a chance to ask questions.
Register for this first webinar with The Center for Creative Leadership, NYU/Wagner, and The Leadership Learning Community
Knowledge partnerships are about joint generation and sharing of knowledge; sadly, the state of the art in creating, managing, monitoring, and evaluating them remains immature. This presentation explains how one can design knowledge partnerships better.
Executive Directors Chat Initiating Equity for Impact.pdfTechSoup
This interactive meeting was designed for leaders eager to lay the groundwork for equity within their nonprofits. LaCheka Phillips, Director of Equity, Inclusion, Diversity & Culture (EIDC) at TechSoup and nonprofit leaders shared some peer-to-peer insights, their commitment to learn, and initiate more inclusive and equitable practices in the nonprofit sector.
Chapter 10 –
Values, Diversity
& Leadership
1
Complete Personal Values
Self Assessment
What are Values?
Generalized beliefs and behaviors that are considered by an individual or group to be important
Why are Values important to an organization?
Relationships between leaders and members are based on shared values
Employees learn organizational values by observing leaders
3
Values Based Leadership
“Values are the anchors we use to make decisions so we can weather a storm. They keep us aligned with our authentic self. They keep us true to ourselves and the future we want to experience.” Richard Barrett
http://www.valuescentre.com/docs/ValuesBasedLeadership.pdf
4
Written Values Statement
Values and ethics can be set forth in writing
Written documents have the advantage of explicitly stating the organization’s position on ethical and moral issues
These can serve as building blocks for culture creation
So…..
Who creates an organization’s
values statement?
http://www.youtube.com/watch?v=ccVQ5thLgPw
5
Next BIG question –
How does an organization (or you as a leader) help people make the connection between the espoused values and their behaviour or enacted values (or – how do you get the “values on the wall to be lived in the hall”
Richard Barrett - http://www.youtube.com/watch?v=QNt7LsF0YrA
6
Values Based Leadership and
the Triple Bottom Line
http://docksidegreen.com/bottom/backgrounders/docksides-green-triple-bottom-line-fact-sheet.html
7
Values Based Leadership Resources
Todd Thomas Institute at Royal Roads University on Values Based Leadership
http://www.royalroads.ca/programs/faculties-schools-centres/todd-thomas-institute/
General Info http://jobfunctions.bnet.com/abstract.aspx?docid=138400
Values Based Business Network, Victoria, BC http://www.vbnetwork.ca/
8
Diversity
9
“Human diversity makes tolerance more than a virtue; it makes it a requirement for survival.”
Rene Dubos
The inclusion of all groups at all levels in an organization
10
Group Discussion
Define diversity in the workplace
List the various forms of diversity
What are the advantages and disadvantages of a diverse workplace?
As a leader, what is your role regarding diversity?
Write a values statement related to diversity.
11
Diversity is…
Any characteristic that serves as a basis for social categorization and self-identification
Includes:
Race, ethnicity
Religion
Gender
Age
Language, dialect
Sexual orientation (GLBT)
Diversity is the inclusion of all groups at all levels in an organization
12
Diversity
Advantages
Disadvantages
Understanding and meeting the needs of diverse customers = advantage in a global marketplace
Diverse groups are more creative and innovative than homogeneous work groups
Fair, inclusive & humane
Creating a culture of acceptance requires major, systematic, company-wide, planned change efforts, which are typically not part of standard affirmative action plans.
13
Achievin.
There is no permanent organizational chart for the world… It is of supreme importance to be ready at all times to take advantage of new opportunities and make change in your Organization.
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Building a Digital Museum: Opportunities for Scholarship and LearningNITLE
Most students and researchers of the theatre arts would seize the chance to stroll through a virtual museum featuring work by one of the world’s most prolific producers of scenic, costume, and lighting designs. That was the vision presented to Furman University when they were given the extraordinary opportunity to digitize the life’s work of renowned New York theatre designer, producer, painter, sculptor, and photographer Peter Wexler. The opportunity also presented a challenge. For a small staff at a liberal arts college, developing a strategy to digitally archive more than 6,000 artifacts within a tight timeframe could be daunting. Before converting the first item into digital format, consideration had to be given to how the collection might be used for teaching and scholarship. Furman’s Digital Collections Center is tackling this challenge as they document the creative process from preliminary sketches to final productions. In their presentation for NITLE Shared Academics, Furman University’s James B. Duke Library colleagues Rick Jones, manager of the Digital Collections Center, and Christy Allen, assistant director for Discovery Services, detailed the strategy and process of digitizing Peter Wexler’s work and how they prepared for the ways in which it will support teaching and scholarship.
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The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures?
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NITLE Shared Academics: New Directions for Digital Collections by Isaac GilmanNITLE
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NITLE Shared Academics: New Directions for Digital Collections by Allegra SwiftNITLE
Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Allegra Swift's presentation.
NITLE Shared Academics: New Directions for Digital Collections by Anneliese D...NITLE
Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Anneliese's presentation.
On November 13, 2013, seminar leaders Maha Zewail Foote and Steven Neshyba presented Flipped for the Sciences, in which they shared why they became interested in “flipping” a classroom and introduced the “flipped” techniques they are using to engage students in the sciences. In this follow-up seminar, they offer some practical guidelines on what aspects of your course to flip, and how to flip them. They’ll share strategies for sequencing topics, identifying learning objectives, and motivating students in ways that maximize the benefit of the flipped format. They’ll talk about designing student-centered approaches, such as just-in-time development, that promote serendipitous learning. They’ll also talk about pedagogical experiments that didn’t work out as well as they had hoped. Whether you have already flipped a classroom, experimented with flipped techniques, or are uncertain about whether flipping is suitable for your courses, join the seminar leaders and other colleagues from the NITLE Network who are examining the value of this approach.
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NITLE Shared Academics: Flipped for the SciencesNITLE
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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NITLE Shared Academics: Fostering a Collaborative Culture: Smart Change and Shared Leadership
1. Fostering a Collaborative Culture:
Smart Change and Shared Leadership
Ann Hill Duin
Professor of Writing Studies
University of Minnesota
ahduin@umn.edu
2. Fostering a Collaborative Culture Twitter: #NITLE
Framing Questions
• Why cultivate collaboration?
• How might we foster smart change?
• How might we foster shared leadership?
• How might we measure its effectiveness?
4. Fostering a Collaborative Culture Twitter: #NITLE
Rationale
Why cultivate collaboration?
• To pursue opportunities that are
significant, urgent, and/or risky.
• To do together what cannot be done alone.
• To expand reach.
• To improve outcomes.
• To achieve synergy and open doors to innovation.
• To address a clear learner need.
• To leverage resources, share infrastructure.
• To respond to new markets, improve competitiveness.
• To enhance access and pedagogy of learning.
• Other…
5. Fostering a Collaborative Culture Twitter: #NITLE
Study of the implementation of
shared leadership in 27 non-
profit organizations over two
years
“Organizations found that they
could do more with less (funds) by
doing more with more
(leadership).”
Allison, Misra, & Perry (2011, 32)
Rationale
Why cultivate collaboration?
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Study of the process of shared leadership in 45
teams found that
“Teams with shared leadership experienced less
conflict, greater consensus, and higher intra-group
trust and cohesion than teams without shared
leadership.”
Bergman et al. (2012, 17)
Rationale
Why cultivate collaboration?
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Real collaboration takes more than meetings
and powerpoints.
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Indicators of Success
Cultivate:
– adaptability within the
leadership spectrum
– an orientation toward shared
leadership
– a culture of trust
Be prepared to:
– commit to change
– stress across-the-board
engagement
– invest time
Allison, Misra, & Perry (2011, 30)
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Approaches to change
Routine change Strategic change Transformative change
1. Sustains status quo
2. Leadership is solo
3. Scope is siloed
4. Applies routine expertise
5. Focuses on policy
compliance
6. Requires buy-in from
local management
1. Sustains status quo
2. Leadership is a team
3. Scope is bridged
4. Applies strategic
expertise for redesign
5. Focuses on planned
change
6. Requires buy-in from
upper admin
1. Disrupts status quo
2. Leadership is shared
3. Scope is shared
4. Applies adaptive
expertise to major
challenges
5. Focuses on innovation
6. Requires buy-in from
many levels
Baer, Duin, & Ramaley. (2008). Smart Change. Planning in Higher Education.
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Transformative change…
is imperative for finding solutions when there
are no clear answers, and results in
significantly expanding core capacities
because it demands that people work
together differently.
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Name a
collaborative
initiative.
What type(s) of change
does it represent?
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Smart Change
Focuses on the future through
– Leading over lagging indicators
– Principles over practices
– Scenarios over environmental scans
– Evidence over anecdote
– Leadership over management
– Continuous over episodic improvement
– Communication over sound bites
– System over silos
– Shared leadership over competition
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One should not merely look to
the designated leader for
guidance, but rather that one
should let logic dictate to
whom one should look for
guidance on the basis of
individuals’ knowledge of the
situation at hand.
Mary Parker Follett (1924)
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Shared leadership occurs when
group members actively and
intentionally shift the role of
leader to one another as
necessitated by the environment
or circumstances in which the
group operates.
Pearce, Hoch, Jeppesen, & Wegge (2010, 151)
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Conceptualize leadership as a
more relational process, a shared
or distributed phenomenon
occurring at different levels and
dependent on social interactions
and networks of influence.
Fletcher & Kaufer (2003)
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Shared leadership involves a process where
all members of a team are fully engaged in
the leadership of the team: Shared
leadership entails a
simultaneous, ongoing, mutual influence
process involving the serial emergence of
official as well as unofficial leaders.
Pearce, Manz, & Sims (2008, 353)
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Shared leadership entails broadly sharing
power and influence among a set of
individuals rather than centralizing it in the
hands of a single individual who acts in the
clear role of a dominant superior.
Pearce, Manz, & Sims (2009)
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Shared leadership is not a replacement for
‘leadership from above;’ rather, it works in
conjunction with more traditional
hierarchical leadership, thus giving an
organization a more flexible, dynamic, robust
and responsive leadership platform.
Manz et al. (2009, 237)
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The gist…
Look beyond the designated leader
Shift the role of leader as needed
See leadership as relational and emerging
Lead together to achieve goals
Foster simultaneous, mutual influence
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Approaches to Leadership
Vertical
Identified by position in a
hierarchy
Evaluated by whether the
leader solves problems
Leaders provide solutions and
answers
Distinct differences between
leaders and followers
Communication is formal
Shared
Identified by the quality of a
person’s interactions
Evaluated by how well people
are working together
Leaders provide multiple means
to enhance the process
Members are interdependent
Communication is critical
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Power of a collaborative
Transactions occur through networks of
individuals engaged in
reciprocal, preferential, mutually
supportive actions…
The parties agree to forego the right to
pursue their own interests at the expense of
others.
Weibler & Rohn-Endres (2010, 182)
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Stage two: Talking tough
More open and authentic
Reveal rules and disagreements
Act in conflict
Still little joint responsibility
for outcomes
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3. Inquire about
the issue(s).
Ask questions.
Listen to learn.
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Stage three: Reflective dialogue
Reflective, curious
Inquire
Listen
Begin to create conditions
for shared leadership
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4. Find (name)
one point of
agreement.
Can you identify more?
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Stage four: Generative dialogue
Aware of common ground
Generate rules together
Transcend self interest
Group as a whole explores new
ideas, shares responsibility
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Partnership Blueprint
A metric for determining readiness
– Vision
– Description
– Beliefs
– Assumptions
– Operations
– Commitment
– Collaboration
– Risk
– Control
– Adaptation
– Return (Value) on
investment
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– Vision
• What is the greater social good?
– Description
• What is it? How will it affect my institution?
– Beliefs
• What are the guiding, foundational principles?
– Assumptions
• What will we achieve together from this change?
– Operations
• How will it work? Is it feasible?
– Commitment
• Are multiple levels committed to it?
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– Collaboration
• Is collaboration more important than competition?
– Control
• Who is sharing leadership?
– Adaptation
• How will the constituencies adapt to this new
environment?
– Risk
• What are the financial, legal, academic, and
experimentation risks?
– Return (value) on investment
• What is your potential return on this change investment?
Expanded from Blueprint Model as discussed in Partnering in the Learning Marketspace, 2001.
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Indicators of Success
• Launch
• Maintain
• Sustain
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Launch
• Consortium or alliance existing prior to the
project (pre-existing trust)
• Clarity of purpose/vision (meeting a clear need)
and compatible missions
• Commitment (a clear lead unit; support)
• Clear contribution from each partner
• Champion
• Communication
• Capacity (e.g., technological)
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“What made this work was having someone they
[partners] could trust that they knew would not
drop the ball.”
“Collaboration is the absolute key. Competition does
not enter anywhere.”
“There was a sense from the beginning that everyone
was a partner in the real sense; i.e., everyone
would contribute to it, and it would contribute
back… There was a common purpose: the target
was the same.”
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Maintain
• Mutual respect and trust
• Understanding of intellectual property rights
• Responsiveness (to partners and learners)
• Patience, especially with the evolution of
partners
• Frequent / regular communication; sharing
and networking
• Commitment to embed the effort within
existing structures/policies
• Perseverance to come to agreements
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“All know that everyone else is doing something
important.”
“We decided not to say, ‘Here’s one shoe; make it fit.’
Rather, we provided a shoe in a number of sizes.”
“It has fundamentally changed the way we do
things… It required changing quite a few policies
without changing standards. It took the
engagement of many people to get this to
happen.”
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Sustain
• Embedding of the project into
institutional
structures, policies, procedures
• Income stream and the commitment of
partners (includes contracts)
• Letters of agreement OR clear
established networks
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Attributes of Shared Leadership
Competencies Authenticity Balancing
Polarity
Intelligence Demonstrates and
values multiple
literacies
Exhibits emotional
intelligence
Works
simultaneously on
both poles of an
issue
Communication Communicates and
consults regularly to
increase accessibility
Demonstrates
values of
collaboration and
trust
Balances
environment of
openess/publicness
with validity of
information
Transparency Functions in multi-
linear mode; networks
and shares resources
Develops
multidimensional
leaders
Seeks multi-sector
partners among
competitors
Change Distinguishes
between routine,
strategic, and
transformative
change
Exhibits
transformational
leadership through a
focus on shared
vision
Seizes innovation as
a balance between
improving existing
processes and
creating new ones
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http://iaa.ksu.edu/
http://www.gpidea.org/policy-procedure/Alliance-Policy-Procedure-Manual.pdf
http://www.gpidea.org/policy-procedure/appendices/appendix_e1.pdf
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References
• Allison, M, Misra, S., & Perry, E. (2011). Doing more with more: Putting shared leadership into
practice. The Nonprofit Quarterly, Summer 2011, 30-37.
• Bergman, J. Z., Rentsch, J. R., Small, E. E., Davenport, S.W., & Bergman, S. M. (2012). The
shared leadership process in decision-making teams. The Journal of Social Psychology, 152(1):
17-42.
• Fletcher, J. K., & Kaufer, K. (2003). Shared leadership: Paradox and possibility. In Shared
Leadership: Reframing the Hows and Whys of Leadership. C. L. Pearce and J. A. Conger (eds).
Thousand Oaks, CA: Sage Publications, 21-47.
• Follet, M.P. (1924). Creative experience. London: Longmans, Green.
• Great Plains IDEA Policy and Procedure Manual. http://www.gpidea.org/policy-
procedure/Alliance-Policy-Procedure-Manual.pdf
• Manz, C.C. Manz, K.P. Adams, S.B. and Shipper, F. (2011). A model of values-based shared
leadership and sustainable performance. Journal of Personnel Psychology, 21, 687-702.
• Pearce, C.L., Hoch, J. E., Jeppesen, H., & Wegge, J. (2010). New forms of management: Shared
and distributed leadership in organizations. Journal of Personnel Psychology, 9(3): 151-153.
• Pearce, C.L., Manz, C.C. & Sims, H.P., Jr. (2009). Where do we go from here?: Is shared
leadership the key to team success? Organizational Dynamics, 38: 234-238.
• Sample agreements.
http://www.autm.net/AM/Template.cfm?Section=TechTransferResources&Template=/CM/Co
ntentDisplay.cfm&ContentID=7337
• Senge, P. (2013). Real collaboration takes more than meetings and power points. Network for
Business Sustainability. http://nbs.net/real-collaboration-takes-more-than-meetings-and-
powerpoints/
• Weibler, J., & Rohn-Endres, S. (2010). Learning conversation and shared network leadership.
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Collabronauts
They journey from their home
organization to forge new
alliances and to explore
creative opportunities, like
leaving their home planet to
bring back knowledge of
strange new worlds and new
civilizations…
Rosabeth Moss Kanter, Evolve! (2001, 137)
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They work out complicated
dealings between and among
partners, manage rumors, mount
peace-keeping missions, and
solve problems. They use
personal friendships and powers
of persuasion to sell people on
the importance of helping a
partner.
Rosabeth Moss Kanter, Evolve! (2001, 137)
Editor's Notes
NITLE Shared AcademicsTM is pleased to welcome our speaker Speaker Biography
Why cultivate collaboration? How might we foster smart change?Understand approaches to changeHow might we foster shared leadership? – an action planConsider a partnership blueprintPromote shared network leadershipHow might we measure its effectiveness? Success indicators
Michael Allison (CompassPoint), Susan Misra (TCC Group), and Elissa Perry (2011) worked with 27 civic non-profit orgs from 2008-2010 to explore building shared leadership within an organization. After two years, evaluation found that 78% of participants had increased their awareness, knowledge, and ability to develop staff as leaders at all levels of the organization. Significant increase in staff involvement in decision making and clear and effective accountability structures. Orgs were able to do more effective work with less funds, and shared leadership eased the stresses on exec directors.
Janqueline Bergman and colleagues from four institutions studied 45 teams (180 undergraduate students).Great set of resources; strong study.
According to Peter Senge, 2013, in a piece by this title…The difference between collaborationsthat are successful and the vast majority of others comes down to a few key conditions and a whole lot of courage. Successful collaborations (according to Peter Senge in his most recent work):Focus on transforming relationships. Groups must build a sense of mutuality, shared visions of what is possible and real trust.Create spaces for reflection and deeper conversation.Are anchored by a “backbone organization.” Highly skilled, dedicated resources are needed to sustain and coordinate complex collaborative networks.Recognize that “We have met the enemy and he is us.” Collaborating organizations must see themselves as part of the problem and, consequently, be open to changes in how they think and operate.
During June of this year, I visited a number of small liberal arts colleges in the Eastern U.S. This was part of Project DAVID – a look at strategic reinvention and collaboration, with focus on each institution’s Distinction, Affordability, Value, Innovation, and Digital opportunity. Here I share examples of collaboration from these visits:At Muhlenberg College in Allentown, PA, President Randolph Helm appointed an ad hoc committee / task force of faculty, staff, students, and trustees to develop recommendations for Muhlenberg’s future development of on-line course options. Over the past year, they have collaborated to develop recommendations for Muhlenberg’s future development of on-line course options.They have worked to build a sense of mutuality and shared vision of what is possible as well as real trust.I visited this campus in June and visited with its president, provost, and CIO. A component of this effort has been a focus on transforming relationships.Muhlenberg -- A culture of collaboration — where faculty, staff, students, and trustees come together to develop recommendations for Muhlenberg’s future development of online course options. Muhlenberg — a place where culture and strategy work together.
– 22 schools /online course development; new business models for higher ed.To pursue opportunities that are significant, urgent, and/or risky.I also visited the Wagner College campus in Staten Island, NY where quite a number of collaborative efforts are underway. This view is from President Guarasci’s office. He and the provost and VP shared with me about collaborative work underway on Learning, Value, and Cost; a “free trade zone" model (new business model for the liberal arts) in collaboration with the 22 colleges of the NAC&U (The New American Colleges and Universities); and also with the NAC&U, the development of over 100 online courses (each institution is creating five).
At Roanoke College in Virginia, key among the innovative collaborative directions is TAP, Transparent Assessment of Projects. Anyone (faculty, staff, students) can propose a project; it is discussed/vetted via a collaborative process; the process is transparent, and innovation abounds.During my visit with CIO Sandlin and her team, they spoke of their unique position to see things system wide and how they are critical to the whole. They also spoke of the many organizations in support of their efforts.
Peter Senge again talks of the need to Recognize that “We have met the enemy and he is us.” Collaborating organizations must see themselves as part of the problem and, consequently, be open to changes in how they think and operate.During my visit at Susquehanna University, CIO Mark Huber shared with me about the collaborative relationships he has forged as five colleges enhance IT partnership and shared positions. They are working To do together what cannot be done alone.To leverage infrastructure.These examples are from my visits at 13 colleges during June of this year.
Again, Michael Allison and colleagues studied efforts underway at 27 non-profit organizations over a two-year time period. In these cases, indicators of success included the ability to cultivate adaptability, shared leadership, trust; and a willingness to commit to change, engage broadly in this effort, and invest time in doing so.Each of you is here today. By so doing, you are indicating such a willingness to cultivate collaboration.Let’s get moving. Smart change and Shared leadership.“Developing shared leadership takes focus and energy. Despite the economic and political climate, most organizations participating in the initiative were able to create the structures, processes, and relationships that foster systems thinking and leadership development across all staff. These organizations’ leadership capac- ity has expanded, because multiple leaders are responsible for advancing the organization’s mission, leaders are more comfortable soliciting and using suggestions from others, and they are more likely to work in partnership with others, both inside and outside their organizations. This reduces the stress and potential burnout on the part of executive directors, while helping toadvance, develop, and retain other staff. The result is a healthy working environment that is aligned with democratic values of inclusiveness, participation, and empowerment. In many cases, shared leadership has also led to programmatic changes, and many of the participating organiza- tions are beginning to think about how to expand the concept of shared leadership to their boards and allies.” (36-37)
First, understand change. What type of change are you about?
Share about this major “change” event at UMN during 2005 and 2006. What type of change does it represent?Although the descriptions of this change all stated “transformative,” in the end it was a strategic change.Sustains status quoLeadership is a teamScope is bridgedApplies strategic expertise for redesignFocuses on planned changeRequires buy-in from upper adminOne dean described the effort as “moving the deck chairs on the Titanic.”
is exponential, requires global or big-picture thinking, and has a largely trans- or multidisciplinary focus. is imperative for finding solutions when there are no clear answers, and results in significantly expanding core capacities because it demands that people work together differently. employs next-generation technologies that infuse and integrate academic and administrative support, enabling better decision making. results in proactive detection of problems largely because of shared leadership and thus shared accountability. results in a “culture of inquiry” where individuals share insights with communities of practice. In this case, anyone can be a change agent; the assignment goes to everyone, and people are empowered to be part of the change process. It is aided by new technologies that anticipate needs and support the innovation.
Ask Amy Cronin, Arts Consortium (Exec Dir of the NY Six Consortium) to share about one of their collaborative initiatives.
Smart change is about understanding the type of change you are about. Smart change focuses on the future through…Leading over lagging indicators Principles over practicesScenarios over environmental scansEvidence over anecdoteLeadership over managementContinuous over episodic improvementCommunication over sound bitesSystem over silosShared leadership over competition
What exactly IS shared leadership?Mary Parker Follett (3 September 1868 – 18 December 1933) was an American social worker, management consultant and pioneer in the fields of organizational theory and organizational behavior. She also authored a number of books and numerous essays, articles and speeches on democracy, human relations, political philosophy, psychology, organizational behavior and conflict resolution. Along with Lillian Gilbreth, Mary Parker Follett was one of two great women management gurus in the early days of classical management theory. She admonished overmanaging employees, a process now known as micromanaging, as “bossism” and she is regarded by some writers as the “mother” of Scientific Management.
Fast forward to this century and decade.Here scholars from USA, Germany, and Denmark…have co-edited a special issue on Shared Leadership (Journal of Personnel Psychology). They state that…
Joyce K. Fletcher is a Professor at the Simmons School of Management in Boston and an authority on leadership and gender; her work has been well-recognized in the genre of gender and power.Reframing the Hows and Whys of Leadership
Together with Linda Baer, we have studied over 40 inter-institutional partnerships. As part of this effort, we have found this comparison to be useful.
International researchers Weibler and Rohn-Endres (2010) define shared network leadership as “networks of individuals engaged in reciprocal, preferential, mutually supportive actions… [in which the individuals] agree to forego the right to pursue their own interests at the expense of others” (182). Moreover, “Leadership emerging from the collective is embedded in a certain quality of network relationships and requires a certain learning environment.” (186).Weibler and Rohn-Endres are faculty of business admin and economics at FernUniversitat in Hagen, GermanyThey study interorganizational networks – interplay between structures, individuals, and collective for the emergence of shared network leadership.Networks studied – had regular f2f interactions among members. Non-profits in Germany.Setting analysis; document analysis. Weibler, J., & Rohn-Endres, S. (2010). Learning Conversation and Shared Network Leadership. Pp. 181-194.
As a professor of writing studies, I also study the language, the transactions that occur through networks of individuals engaged in mutually supportive, strategic work. During my 15 years in higher education administration, I worked to build shared leadership across academic and administrative realms because I believe it to be imperative to the future of higher education (Duin & Baer, 2010, 2011)
Let’s put this four-stage process in action.Role playing scenario:3 people, brought together to explore the development of online/connected learning on their campus.One represents the library: Tina Hertel, Muhlehberg CollegeAnother represents academic affairs (or a faculty member): Terri Johnson, Carroll UniversityAnother represents IT: Mark Poore, Roanoke CollegeFirst, introduce yourselves to each other.
(If time allows: Share story – of how faculty introduce themselves in COAFES and CFANS…)
Next, name a tough issue related to the development of online/connected learning on their campus…
Next, inquire more about these issues…
Name ONE point of agreement.
Share how this was developed… from work first with developing MnVU… later the investigation of 40 inter-institutional partnerships (FIPSE LAAP)…This blueprint is effective in assisting institutions in developing alliances, partnerships, collaboratives.
The power of these conditions comes from their interdependence; they must be seen as aspects of a larger whole, not as a checklist of “good ideas” that get implemented separately. Only then do people start to see that success in this new collaborative world requires new capabilities — skills and attitudes — and new practices and infrastructures to develop them.Senge (2013)